Temas geradores locais e gamificação: caminhos viáveis da educação ambiental crítica

Abstract

Mitigating actions and a socio-environmental transformation, through a new corporate project, are requirements of today's environmental crisis. Environmental Education (EE) is a dimension of education, therefore, it must be developed integrated into the curriculum, in all subjects, in a continuous and participatory way. However, this is not what happens, being often restricted to science teachers. from the difficulty of developing practices onwardsEA in a reflection of reality, which are contextualized and promote an awareness, it is asked: How do they develop educational practices in which they promote the reading of reality and the local awareness of the issues about the problems and socio-environmental potential of your community? How to motivate subjects to act as agents of transformation, identifying opportunities and potential for local action? From questions, the objective was to develop a Methodological Guide, for the insertion of Critical Environmental Education (EAC) in the school curriculum, activities, tools and pedagogical instruments for the delimitation of themes Local Generators through mapping and participatory socio-environmental diagnosis of the territory not which one enters. To this end, we used, for the contextualization of pedagogical practices problematized interdisciplinary, the mandatory curricula of Elementary School, taking into account the principles and ethical values of the Earth Charter. Methodologically, it was an action research proposal, of a qualitative nature, guided mainly by Critical Environmental Education (EAC), Historical-Critical Pedagogy (PHC) and Education for Citizenship (EC). Thus, the studies carried out resulted in the production of a methodological guide, which covers two methodological sequences, with a methodological path containing several pedagogical tools and instruments for data collection, recording and analysis, being a gamified version of the first, with the intuitive to promote greater motivation and engagement in carrying out the proposed practices. As suggestions, they are of an inter and multidisciplinary nature, to be activities developed by the participatory objective, in order to promote an investigation and reading of the reality of the local community, of students and educators, with reflection on the conflicts and potential of the school collective to the community socio-environmental transformation